DOCSLIB.ORG

American Colonists Protest Song Assignment (Included Below)

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

American Colonists Protest Song Intended Grade Level: Middle School Lesson Purpose: Throughout history, music, art, and literature have served as expressions or reactions to cultural movements, political actions, and government policies. In this lesson, students will take on the role of either a member of the Sons or Daughters of Liberty and write a protest song, in the genre of their choice, to protest one or more of the British Acts or actions between 1763 to 1774 which eventually led to the American Revolution Lesson Objectives: • Provide a deeper understanding of the British actions leading to the American Revolution. • Introduce music and songs as a common form of protest through the ages. National Standards: NSS-USH.5-12.3 ERA 3: REVOLUTION AND THE NEW NATION (1754-1820s) •Understands the causes of the American Revolution, the ideas and interests involved in forging the revolutionary movement, and the reasons for the American victory •Understands the impact of the American Revolution on politics, economy, and society •Understands the institutions and practices of government created during the Revolution and how they were revised between 1787 and 1815 to create the foundation of the American political system based on the U.S. Constitution and the Bill of Rights NA.5-8.8 UNDERSTANDING RELATIONSHIPS BETWEEN MUSIC, THE OTHER ARTS, AND DISCIPLINES OUTSIDE THE ARTS Students compare in two or more arts how the characteristic materials of each art (that is, sound in music, visual stimuli in visual arts, movement in dance, human interrelationships in theatre) can be used to transform similar events, scenes, emotions, or ideas into works of art Students describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music (e.g., language arts: issues to be considered in setting texts to music; mathematics: frequency ratios of intervals; sciences: the human hearing process and hazards to hearing; social studies: historical Timeframe: Approximately three class sessions Background: Completion of this lesson requires that students have knowledge of the American colonial period, including the British and European mercantile system and the establishment of colonies in North America. They should also understand the evolution of colonial assemblies and the rights expected by American colonists. These include the colonists’ inherent rights as Englishmen and the rights they desired as colonists such as freedom of religion. Also assumed is an understanding of the French and Indian War. Establish that the Navigation Acts, included in the 29 British acts limiting trade of the American colonies from 1645 to 1761, were the first British laws to stir resentment in the American colonies against the mother country. Procedure: 1. Divide the class into groups. Each group (of two or three students) will be assigned to research and present a three minute presentation reviewing one of the following British Acts: • Proclamation of 1763 • Sugar Act/Writs of Assistance (1764) • Currency Act (1764) • First Quartering Act (1765) • Stamp Act (1765) • Townshend Acts (1767) • Boston Massacre (1770) • Tea Act/Boston Tea Party (1773) • Coercive Acts, a.k.a. “Intolerable Acts” (1774) o New Quartering Act o Massachusetts Government Act o Quebec Act 2. As a class, discuss how music, art, and literature have historically been used as vehicles for protest. Discuss the importance of songs from the last 50 years that are connected to the Civil Rights and Anti-war movements of the 1960s, such as Bob Dylan’s “Blowin’ in the Wind,” Pete Seeger’s “Where have all the Flowers Gone?,” John Lennon’s “Give Peace a Chance,” the Labor and Civil Rights movements’ “We Shall Overcome,” and Marvin Gaye’s “What’s Going On?” Playing a selection or two will engage students in this part of the discussion. Use the website, http://folkmusic.about.com/od/toptens/tp/Top10Protest.htm Ask each student to identify at least one song that was written to protest issues such as a war or an act of government or even street violence. They may note songs of protest from their own favorite styles of music, including hip-hop, rap, country, or pop. They should be prepared to explain their choice. 3. Protest songs were important tools to rally or gain supporters among the American Patriots leading up to the American Revolution. Show students the primary document, “Tea Destroyed by Indians,” which is a lyric sheet for a song about the Boston Tea Party. (Library of Congress, http://memory.loc.gov, search for “Tea destroyed by Indians.”) Its chorus reads: “Bostonian’s SONS keep up your Courage good, Or Dye, like Martyrs, in fair Free-born blood.” And a verse goes: “Our LIBERTY, and LIFE is now invaded, And FREEDOM’s brightest Charms are darkly shaded: But, we will STAND----and think it noble mirth, To DART the man that dare oppress the Earth.” NOTE: To make your students laugh, you or a student volunteer might sing the lyrics in different styles, such as rap, country, opera, etc. Another example is this stanza from a protest song written by the Daughters of Liberty: “First, then, throw aside your topknots of pride, Wear none but your own country linen, Of Economy boast, let your pride be the most, To show clothes of your own make and spinning.” (United States and its People: Teacher’s Guide, eds. King, David C., McRae, Norman, and Zola, Jaye. Addison Wesley Publishing: 1995) 4. Divide the class into groups of two to four students and distribute the American Colonists Protest Song Assignment (included below). You may choose to have groups do research and work on their songs using class time or do the project together outside of class as a homework assignment. Students may choose to perform their songs without background music, or if technologically feasible, you may allow groups to make a CD of their background music to play on low volume as they perform. Examples of lyrics written by students are included at the end of this lesson plan. 5. After groups have completed their songs, remind students to be respectful audience members as other groups perform. Most important, have a good time with this lesson! Students may wish to hum along with the groups, or groups may even have roles that they would like the audience to play. 6. Good reasons to videotape performances: • You may wish to review a group’s performance for lesson assessment and grading purposes. • Students love to see themselves and each other perform. The video or DVD of these performances can be shown immediately after all groups have performed, allowing different sections of the same class to see all performances. This is a great class-bonding activity. • You can save the recordings until the end of the school year as a surprise “reward” for one thing or another. • Eighth graders in particular may wish to include some of these performances in their “graduation” activities before they move up to ninth grade. • Your recordings become part of the digital archive of the larger class. These are the types of activities that will be most fun for students to watch during their senior year reviews and at five-year reunions. • Parents enjoy seeing the performances, as well. They are great to have playing during a Parents’ Night, Arts Night, or other event when parents visit. This has been adapted from a lesson by Andrew Ragan, George Washington Teachers Institute 2008. American Colonists Protest Song Assignment You are a young American colonist living in the years 1763 to 1774. To protest what you believe to be acts of British tyranny and injustices to the colonists, you join the Daughters or Sons of Liberty and write a song to protest the British Acts. Your song will rally colonists to the Patriot cause! Guidelines 1. Set your song to the tune of an existing song of any genre or make a new song. You could write it to the latest hit, a golden oldie of your parents’ era (ex. Beatles, Stones, Supremes), or to a tune such as “Yankee Doodle” or “On Top of Old Smoky.” 2. Your song should be made up of a chorus and at least two verses. 3. Your song needs to demonstrate an understanding of the fundamental issues behind at least one British Action listed below and the reasons for the colonists’ angry reactions. • Proclamation of 1763 • Sugar Act/Writs of Assistance • Currency Act • Quartering Act(s) • Stamp Act • Townshend Acts • Boston Massacre • Tea Act/Boston Tea Party • Coercive Acts, a.k.a. “Intolerable Acts” o -New Quartering Act o -Massachusetts Government Act o -Quebec Act 4. Cite all sources using the proper bibliographic format at the end of your lyrics. You must cite your textbook, at least one non-fiction source, and one Internet site. 5. Use appropriate lyrics. No profanity or rude body references or gestures. 6. Perform your song live for your classmates, and turn in a typed copy of the lyrics. Lyrics Sample #1: “Silver, Gold, Silver, Gold” based on the Aquabots’ “Pizza Day” I just wanna use some paper cash King George’s head I would like to smash Sometimes I think he’s on the mental brink He’s setting up his colonies to sink All this silver, all this gold Is making me feel old I’m reminded of a time When paper was all mine (Chorus) Silver, gold, silver, gold This is really getting old Surely it is dying out Everyone is freaking out Average people, average jobs We will form an angry mob 1764, we will surely close our doors To you and boycott too Just to make you mad Just to make you mad I remember 1765 They passed the Stamp Act And it changed our lives All the anger in the colonies
Recommended publications
  • About Women/Loyalists/Patriot

    About Women/Loyalists/Patriot

    CK_4_TH_HG_P087_242.QXD 10/6/05 9:02 AM Page 183 Teaching Idea Encourage students to practice read- ing parts of the Declaration of Independence and possibly even Women in the Revolution memorize the famous second section. “Remember the ladies,” wrote Abigail Adams to her husband, John, who was attending the Continental Congress in Philadelphia. While the delegates did not name women in the Declaration of Independence, the “ladies” worked hard for independence. The Daughters of Liberty wove cloth and sewed clothing for the Continental army. Before the war, they had boycotted British imports, including Teaching Idea tea and cloth. The success of these boycotts depended on the support of women, Some women acted as spies during who were responsible for producing most of the household goods. the Revolutionary War. Have students Phillis Wheatley was born in Africa, kidnapped by slavers when she was make invisible ink for getting mes- about seven or eight, and brought to North America. John Wheatley, a rich Boston sages back and forth across enemy merchant, bought her as a servant. His wife, Susannah, taught Wheatley to read lines. For each student, you will need: and write, and she began composing poems as a teenager. Her first book of poet- 4 drops of onion juice, 4 drops of ry was published in London in 1773. The Revolution moved her deeply because lemon juice, a pinch of sugar in a of her own position as a slave, and she composed several poems with patriotic plastic cup, a toothpick to be used as themes, such as “On the Affray [Fighting] in King Street on the Evening of the a writing instrument, and a lamp with 5th of March 1770,” which commemorates the Boston Massacre, and one about an exposed lightbulb.
  • The Sex Pistols: Punk Rock As Protest Rhetoric

    The Sex Pistols: Punk Rock As Protest Rhetoric

    UNLV Retrospective Theses & Dissertations 1-1-2002 The Sex Pistols: Punk rock as protest rhetoric Cari Elaine Byers University of Nevada, Las Vegas Follow this and additional works at: https://digitalscholarship.unlv.edu/rtds Repository Citation Byers, Cari Elaine, "The Sex Pistols: Punk rock as protest rhetoric" (2002). UNLV Retrospective Theses & Dissertations. 1423. http://dx.doi.org/10.25669/yfq8-0mgs This Thesis is protected by copyright and/or related rights. It has been brought to you by Digital Scholarship@UNLV with permission from the rights-holder(s). You are free to use this Thesis in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/ or on the work itself. This Thesis has been accepted for inclusion in UNLV Retrospective Theses & Dissertations by an authorized administrator of Digital Scholarship@UNLV. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted.
  • Who Has the 2 President of the United States?

    Who Has the 2 President of the United States?

    I have Benjamin Franklin. I have Paul Revere. I have the first card. Who has a prominent member of the Continental Congress Benjamin Franklin was a prominent that helped with the member of the Continental Declaration of Congress, who helped with the Paul Revere was a Patriot who Declaration of Independence. warned the British were coming. Independence? Who has a patriot who made a daring ride to warn Who has the ruler who colonists of British soldier’s taxed on the colonies? arriving? I have King George III I have the Daughters of Liberty. I have Loyalist. Loyalists were colonists who remained loyal to England King George III taxed the during the Revolutionary The Daughters of Liberty spun colonies. period. Who has the group that cloth in support or the boycott of English goods. Who has the group formed included Martha Washington Who has the term for a in response to the Stamp that spun cloth to support colonist that remained loyal to Act, which is responsible for the boycott of English England? the Boston Tea Party? goods? I have the Sons of Liberty. I have Nathan Hale. I have Patriot. The Sons of Liberty were formed in response to the Stamp Act. Nathan Hale was a Patriot spy that Patriots were in favor of They were responsible for the was hung by the British. independence from England. Boston Tea Party. Who has the American Who has the term for a nd colonist in favor of Who has the 2 spy who was hung by independence from president of the the British? England? United States? I have the John Adams.
  • Life in the Colonies

    Life in the Colonies

    CHAPTER 4 Life in the Colonies 4.1 Introduction n 1723, a tired teenager stepped off a boat onto Philadelphia’s Market Street wharf. He was an odd-looking sight. Not having luggage, he had I stuffed his pockets with extra clothes. The young man followed a group of “clean dressed people” into a Quaker meeting house, where he soon fell asleep. The sleeping teenager with the lumpy clothes was Benjamin Franklin. Recently, he had run away from his brother James’s print shop in Boston. When he was 12, Franklin had signed a contract to work for his brother for nine years. But after enduring James’s nasty temper for five years, Franklin packed his pockets and left. In Philadelphia, Franklin quickly found work as a printer’s assistant. Within a few years, he had saved enough money to open his own print shop. His first success was a newspaper called the Pennsylvania Gazette. In 1732, readers of the Gazette saw an advertisement for Poor Richard’s Almanac. An almanac is a book, published annually, that contains information about weather predictions, the times of sunrises and sunsets, planting advice for farmers, and other useful subjects. According to the advertisement, Poor Richard’s Almanac was written by “Richard Saunders” and printed by “B. Franklin.” Nobody knew then that the author and printer were actually the same person. In addition to the usual information contained in almanacs, Franklin mixed in some proverbs, or wise sayings. Several of them are still remembered today. Here are three of the best- known: “A penny saved is a penny earned.” “Early to bed, early to rise, makes a man healthy, wealthy, and wise.” “Fish and visitors smell in three days.” Poor Richard’s Almanac sold so well that Franklin was able to retire at age 42.
  • How Did Women Support the Patriots During the American Revolutionary War?

    How Did Women Support the Patriots During the American Revolutionary War?

    Educational materials developed through the Howard County History Labs Program, a partnership between the Howard County Public School System and the UMBC Center for History Education. How did Women Support the Patriots During the American Revolutionary War? Historical Thinking Skills Assessed: Sourcing, Critical Reading, Contextualization Author/School/System: Barbara Baker and Drew DiMaggio, Howard County School Public School System, Maryland Course: United States History Level: Elementary Task Question: How did women support the Patriots during the American Revolutionary War? Learning Outcomes: Students will be able to contextualize and corroborate two sources to draw conclusions about women’s contributions to the American Revolution. Standards Alignment: Common Core Standards for English Language Arts and Literacy RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. SL.5.1 Engage effectively in a range of collaborative discussions with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. SL.5.1d Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. National History Standards Era 3: Revolution and the New Nation (1754-1820s) Standard 2: The impact of the American Revolution on politics, economy, and society College, Career, and Civic Life (C3) Framework for Social Studies Standards D2.His.5.3-5 Explain connections among historical contexts and people’s perspectives at the time.
  • Protest Music As Adult Education and Learning for Social Change: a Theorisation of a Public Pedagogy of Protest Music

    Protest Music As Adult Education and Learning for Social Change: a Theorisation of a Public Pedagogy of Protest Music

    Australian Journal of Adult Learning Volume 55, Number 3, November 2015 Protest music as adult education and learning for social change: a theorisation of a public pedagogy of protest music John Haycock Monash University Since the 1960’s, the transformative power of protest music has been shrouded in mythology. Sown by musical activists like Pete Seeger, who declared that protest music could “help to save the planet”, the seeds of this myth have since taken deep root in the popular imagination. While the mythology surrounding the relationship between protest music and social change has become pervasive and persistent, it has mostly evaded critical interrogation and significant theorisation. By both using the notion as a theoretical lens and adding to scholarship in the field, this article uncovers understandings of the public pedagogical dimensions of protest music, as it takes place as a radical practice and critical form of contemporary mass culture. In doing this, this article provides a theorisation of public pedagogy as it encapsulates protest music, and those who are conceptualised as the critical and radical public pedagogues who produce this mass cultural form. Keywords: public pedagogy; protest music; adult learning; education for social change 424 John Haycock Maybe it’s just the time of year Maybe it’s the time of man I don’t know who I am But life is for learning… Joni Mitchell, Woodstock, (1970), [side B, track 5]. Introduction The emergence of protest or a political popular music in the 1960s has been inextricably linked in the popular imaginary and public history with social change and youth revolt.
  • Stand by Me”—Ben E

    Stand by Me”—Ben E

    “Stand by Me”—Ben E. King (1961) Added to the National Registry: 2014 Essay by Amanda Rodgers (guest post)* Ben E. King Original 45rpm Leiber and Stoller It started with a simple chord progression, one that had appeared in hundreds of soul and doo- wop songs already but that was used here with such effective grace that it came to be known as the “’Stand By Me’ changes.” That chord progression inspired the iconic bass line that begins the song, accompanied only by a triangle and a brush scraped lightly across the base of a snare drum. And when Ben E. King’s passionate, gospel-flavored tenor joined that simple introduction, the world sat up and took notice. Of course, this is none other than the timeless “Stand By Me,” a song that has touched millions of people’s hearts since it was recorded and released in 1961. A seamless combination of gospel and doo-wop, a love song, a protest anthem, a declaration of enduring friendship, a worship song --this incredible composition is all of these and more. In 1960, King was already a star. His band, the Drifters, had recently scored their first number- one hit with “Save the Last Dance for Me,” thanks in part to King’s heavenly tenor voice. However, due to a contract dispute, King left the Drifters just as they were picking up momentum. After he convinced Jerry Wexler at Atlantic Records to let him have a shot at a solo career, Wexler put King in touch with none other than Jerry Leiber and Mike Stoller.
  • An Abstract of the Thesis Of

    An Abstract of the Thesis Of

    AN ABSTRACT OF THE THESIS OF Brenda M Kellar for the degree of Master of Arts in Applied Anthropology presented on May 4. 2004. Title: One Methodology for the Incorporation of Entomological Material in the Discipline of Historic Archaeology Using the Honey Bee (Apis mellifera L.) as a Test Subject. Abstract approved:. Redacted for Privacy David R. Brauner Using the honey bee (Apis mellifera L.) this thesis shows that entomological information and material can be retrieved using current historical archaeological methods. Historical archaeology has the ability to uncover connections between arenas as varied, and seemingly isolated, as the honey bee, the environment, and human cultures. By focusing on one of these arenas, the honey bee in this thesis, we can learn about the forces that drive change within all these arenas. Additionally, historical archaeology can help us to trace the affects of change outside the source, so that a change in the honey bee population is understood to affect both human cultures and the environment. © Copyright by Brenda M Kellar May 4, 2004 All Rights Reserved One Methodology for the Incorporation of Entomological Material in the Discipline of Historic Archaeology Using the Honey Bee (ApismellferaL.) as a Test Subject. By Brenda M Kellar A THESIS Submitted to Oregon State University in partial fulfillment of the requirements for the degree of Master of Arts Presented May 4, 2004 Commencement June 2005 Master of Arts thesis of Brenda M Kellar presented on May 4. 2004. APPROVED: Redacted for Privacy Major Professor, representing Applied Anthropology Redacted for Privacy Chair of the Department of Anthropology Redacted for Privacy Deanof the Gdduat School I understand that my thesis will become part of the permanent collection of Oregon State University libraries.
  • DIFFERENTIATING INSTRUCTION Economic Interference

    DIFFERENTIATING INSTRUCTION Economic Interference

    CHAPTER 6 • SECTION 2 On March 5, 1770, a group of colo- nists—mostly youths and dockwork- ers—surrounded some soldiers in front of the State House. Soon, the two groups More About . began trading insults, shouting at each other and even throwing snowballs. The Boston Massacre As the crowd grew larger, the soldiers began to fear for their safety. Thinking The animosity of the American dockworkers they were about to be attacked, the sol- toward the British soldiers was about more diers fired into the crowd. Five people, than political issues. Men who worked on including Crispus Attucks, were killed. the docks and ships feared impressment— The people of Boston were outraged being forced into the British navy. Also, at what came to be known as the Boston many British soldiers would work during Massacre. In the weeks that followed, the their off-hours at the docks—increasing colonies were flooded with anti-British propaganda in newspapers, pamphlets, competition for jobs and driving down and political posters. Attucks and the wages. In the days just preceding the four victims were depicted as heroes Boston Massacre, several confrontations who had given their lives for the cause Paul Revere’s etching had occurred between British soldiers and of the Boston Massacre of freedom. The British soldiers, on the other hand, were portrayed as evil American dockworkers over these issues. fueled anger in the and menacing villains. colonies. At the same time, the soldiers who had fired the shots were arrested and Are the soldiers represented fairly in charged with murder. John Adams, a lawyer and cousin of Samuel Adams, Revere’s etching? agreed to defend the soldiers in court.
  • Social Studies Vocabulary Chapter 8 Pages 268-291 20 Words Parliament-Britain's Law-Making Assembly

    Social Studies Vocabulary Chapter 8 Pages 268-291 20 Words Parliament-Britain's Law-Making Assembly

    Social Studies Vocabulary Chapter 8 Pages 268-291 20 Words Parliament-Britain's law-making assembly. Stamp Act-law passed by Parliament in 1765 that taxed printed materials in the 13 Colonies. repeal-to cancel Sons of Liberty-groups of Patriots who worked to oppose British rule before the American Revolution. Townshend Acts-laws passed by Parliament in 1767 that taxed goods imported by the 13 Colonies from Britain. tariff-tax on imported goods. boycott-organized refusal to buy goods. Daughters of Liberty-groups of American women Patriots who wove cloth to replace boycotted British goods. Boston Massacre-event in 1770 in Boston which British soldiers killed five colonist who were part of an angry group that had surrounded them. Committee of Correspondence-groups of colonists formed in 1770's to spread news quickly about protests against the British. Tea Act-law passed by Parliament in the early 1770's stating that only the East India Company, a British business, could sell tea to the 13 Colonies. Boston Tea Party-Protests against British taxes in which the Sons of Liberty boarded British ships and dumped tea into Boston Harbor in 1773. Intolerable Acts-laws passed by British Parliament to punish the people of Boston following the Boston Tea Party. Patriots-American colonists who opposed British rule. Loyalists-colonists who remained loyal to the British during the American Revolution. First Continental Congress-meetings of representatives from every colony except Georgia held in Philadelphia in 1774 to discuss actions to take in response to the Intolerable Acts. militia-volunteer armies. minutemen-colonial militia groups that could be ready to fight at a minute's notice.
  • The Role of Political Protest

    The Role of Political Protest

    4.12 The Role of Political Protest Standard 4.12: The Role of Political Protest Examine the role of political protest in a democracy. (Massachusetts Curriculum Framework for History and Social Studies) [8.T4.12] FOCUS QUESTION: What are the Different Ways That Political Protest Happens in a Democracy? Building Democracy for All 1 Rosa Parks being fingerprinted by Deputy Sheriff D.H. Lackey after being arrested for boycotting public transportation, Montgomery, Alabama, February, 1956 Public domain photograph from The Plain Dealer newspaper The right to protest is essential in a democracy. It is a means for people to express dissatisfaction with current situations and assert demands for social, political, and economic change. Protests make change happen and throughout the course of United States history it has taken sustained protests over long periods of time to bring about substantive change in governmental policies and the lives of people. Protest takes political courage as well, the focal point of Standard 4.11 in this book. The United States emerged from American protests against England’s colonial rule. Founded in 1765, the Sons of Liberty and the Daughters of Liberty organized protests against what they considered to be unfair British laws. In 1770, the Boston Massacre happened when British troops fired on protestors. Then, there was the Boston Tea Party (December 16, 1773) when 60 Massachusetts colonists dumped 342 chests of tea—enough to make 19 million cups—into Boston Harbor. In 1775, there were armed skirmishes between colonists
  • Cannibalism in Contact Narratives and the Evolution of the Wendigo Michelle Lietz

    Cannibalism in Contact Narratives and the Evolution of the Wendigo Michelle Lietz

    Eastern Michigan University DigitalCommons@EMU Master's Theses, and Doctoral Dissertations, and Master's Theses and Doctoral Dissertations Graduate Capstone Projects 3-1-2016 Cannibalism in contact narratives and the evolution of the wendigo Michelle Lietz Follow this and additional works at: http://commons.emich.edu/theses Part of the English Language and Literature Commons Recommended Citation Lietz, Michelle, "Cannibalism in contact narratives and the evolution of the wendigo" (2016). Master's Theses and Doctoral Dissertations. 671. http://commons.emich.edu/theses/671 This Open Access Thesis is brought to you for free and open access by the Master's Theses, and Doctoral Dissertations, and Graduate Capstone Projects at DigitalCommons@EMU. It has been accepted for inclusion in Master's Theses and Doctoral Dissertations by an authorized administrator of DigitalCommons@EMU. For more information, please contact [email protected]. Cannibalism in Contact Narratives and the Evolution of the Wendigo by Michelle Lietz Thesis Submitted to the Department of English Language and Literature Eastern Michigan University in partial fulfillment of the requirements for the degree of MASTER OF ARTS in Literature Thesis Committee: Abby Coykendall, Ph.D., First Reader Lori Burlingame, Ph.D., Second Reader March 1, 2016 Ypsilanti, Michigan ii Dedication I dedicate this thesis to my kind and caring sisters, and my grounding father. For my mother: thank you for beginning my love of words and for every time reading “one more chapter.” And for every person who has reminded me to guard my spirit during long winters. iii Acknowledgments I am deeply indebted to Dr. Lori Burlingame, for reading all of my papers over and over again, for always letting me take up her office hours with long talks about Alexie, Erdrich, Harjo, Silko and Ortiz, and supporting everything I’ve done with unwavering confidence.